sound deletion
The teacher says word, for example, "bill," has students repeat it, and then instructs students to repeat the word without the first
... [Show More] sound, "ill".
oral blending
The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball."
phoneme isolation
recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" (/p/)
phoneme substitution
one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/k/). Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).
onset
the part of the syllable that precedes the vowel of the syllable
rime
the part of a syllable which consists of its vowel and any consonant sounds that come after it
Elkonin Box
A strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word.
phonemic awareness
The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.
Yopp-Singer Test
an assessment of phoneme segmentation that determines a reader's ability to break a word apart into sounds (not letters)
minimal pairs
a pair of words that vary by only one phoneme, e.g. cook/book, passed/last.
Informal Reading Inventory (IRI)
To determine a students independent reading level. An assessment in which a student reads a selected series of texts that gradually increase in difficulty. The teacher records errors and assesses comprehension to determine the levels of reading materials appropriate for the student. The IRI yields three reading levels: Independent, Instructional and Frustration.
reading levels
Independent Reading Level: decode 95%, comprehension 90%
Instructional Reading Level: decode 90%, comprehension 60%
Frustration Reading Level: decode less than 90%, comprehension less than 50%
Running Record
Also known as miscue analysis. An assessment method that documents a child's reading as he or she reads aloud and allows the teacher to evaluate the reading level and track errors. Specific marks are made to indicate the types of errors.
Types of oral reading errors
graphophonemic (feather for father), syntactic (door for wall), semantic (dad for father)
percentile scores
the percentage of the population whose scores fall at or below the student's score.
grade equivalent
used to describe student's performance in comparison to the performance of an average student at a specified grade level
stanine
a method of scaling test scores on a nine-point standard scale with a mean of five (5) and a standard deviation of two (2)
Phonemic Awareness Instructional Strategies
Books with wordplay, rhyming, sound matching, sound isolation, sound blending, sound addition and substitution, segmentation: Elkonin boxes, word boundaries
Differentiated Instruction
involves teaching children what they don't know (assessment will tell you), uses flexible grouping patterns (especially needs-based groups, and timely intervention (individualized if necessary)
Reading program should be (S-ABCD)
Standards-driven, Assessment based, Balanced in instructional focus (methods and activity), Comprehensive in scope, and provide differentiated instruction to account for individual differences
Concepts About Print Test
A phrase coined by Marie Clay (1975) including the concepts of directionality (books go front to back, text reads top to bottom, right to left), words are things we read, letters stand for sounds we say etc. Clay's inventory includes 24 aspects of "concepts about print" that children in the emerging literacy stage develop on their way to being readers.
Concepts About Print Strategies
Read aloud to students, the Shared Book Experience, Language Experience Approach/Group Experience Chart, Environmental Print, Print-rich environment, direct, explicit teaching
Ways to Assess Concepts About Print
Concepts About Print Test (Clay), Basal reading series concepts about print tests, informal test by teacher using picture books, observation records
Teaching the Names of Letters (Letter Recognition) Strategies
Use the names of the children and favorite things, singing the alphabet, use of ABC books, tactile and kinesthetic, practice writing both upper and lower case letters
spelling stage- precommunicative
The child uses letters from the alphabet but shows no knowledge of letter-sound correspondences (e.g. The letter M used for the word Jessica).
spelling stage- semiphonetic
The child begins to understand letter-sound correspondence--that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you).
spelling stage- phonetic
Use a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. (e.g. The letters TAK for take and EN for in.)
spelling stage- transitional
The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words. Some examples are EGUL for eagle and HIGHEKED for hiked.
spelling stage- conventional
The speller knows the basic rules. The child's generalizations about spelling and knowledge of exceptions are usually correct.
levels of reading comprehension
literal- what the text directly states
inferential- What the text means: the meanings drawn from the literal level
evaluative- What the text tells us about our world: the ideas that you can draw about the world outside of the story
QAR question types
Right There Questions: Literal questions whose answers can be found in the text.
Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.
Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience.
On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.
Bloom's taxonomy
There are six categories of cognitive objectives organized by complexity: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.
pre-reading strategies
-KWL- know, want to know, learn
-PreP- word association with subject of reading
-pre-teach key vocab
-picture walk
story structure strategies
-story mapping- a diagram
-story grammar- an outline
-story frame- fill in the blanks
reciprocal teaching
A form of cooperative learning in which students learn to use four key reading strategies to improve comprehension; predicting, questioning, summarizing and clarifying., The teacher models a concept. The students then form groups and take turns leading small-group discussions about the concept to each other.
literary elements
character, setting, theme, plot, style, and mood
genre
A category or type of literature (or of art, music, etc.) characterized by a particular form, style, or content.
Assessment of Literary Response and Analysis
oral and written, free and focused (literary elements,personal connections, analyzing text, providing evidence from text to support their responses), participation checklists
Literary Response and Analysis strategies
literary elements, group discussions, award winning books, reading logs, journals genres of literature
content-area literacy
non-fiction or expository text from subject matter such as science, history, etc.
Assessment of Content Literacy
close for a specific text, multiple levels of comprehension (QAR), specific tasks for skim and scan
content-area reading strategies
link to previous learning, graphic organizer, study guides, summary charts, data retrieval charts
text structure strategies
graphic organizers, study guides (cause an [Show Less]